2019 ACSA Teachers Conference, Practice of Teaching | Teaching of Practice: The Teacher’s Hunch

Con →Text: Text as Context Reading and Writing as a Pedagogical Tool Exploring Place

Teachers Proceedings

Author(s): Julia A. Kirton, Clark C. Myers, Lamaia Vaughn & Olanrewaju B. Obisesan

This paper demonstrates how structured reading, writing, and an interactive modeling experience during the design process, go hand-in-hand with building self-confidence in students. “Reading and writing to think” provides them with specific developmental tools to be attentive designers. It enhances the learning experience, creating an individual who will learn to never take context for granted. The sequence of projects completed by the class during the entire semester attests to the power of context, pedagogy, and their application to the design process.


Volume Editors
Richard Blythe & Johan De Walsche